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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:|
|Further Diploma: Educational Management|
|SAQA QUAL ID||QUALIFICATION TITLE|
|21074||Further Diploma: Educational Management|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|QCTO - Quality Council for Trades and Occupations||OQSF - Occupational Qualifications Sub-framework|
|Further Diploma||Field 05 - Education, Training and Development||Higher Education and Training|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 6||NQF Level 07||Regular-Provider-ELOAC|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|The primary purpose of the qualification is to provide qualifying learners with the appropriate knowledge, skills and attitudes to effectively manage an educational institution.|
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|This qualification recognises, through the submission of portfolios of evidence, the formal / non-formal / informal prior learning equivalent to a teaching qualification of 360 credits at level 6 of the NQF which learners who register for the award of the qualification bring to the learning situation.|
|RECOGNISE PREVIOUS LEARNING?|
|This qualification may be achieved in whole or in part through the recognition of prior learning [Regulation 8(l)(h)].|
|EXIT LEVEL OUTCOMES|
|Critical Cross-field Outcomes:
1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
2. Work effectively with others as a member of a team, group, organisation and community.
3. Organise and manage oneself and one's activities responsibly and effectively.
4. Collect, analyse, organise and critically evaluate information.
5. Demonstrate an understanding of the world as a set of related systems by recognising that the problem-solving context does not exist in isolation.
6. Reflect on and explore a variety of strategies to learn more effectively.
7. Explore business and career opportunities.
8. Develop entrepreneurial opportunities.
9. Look at the environment on a macro basis rather than a micro basis in order to enhance the current environment.
10. Communicate effectively using visual, mathematical and language skills in the modes of oral and / or written persuasion.
11. Demonstrate an understanding of the economic world in context as a dynamic interactive world that does not exist in isolation.
12. Demonstrate effective and responsible decision-making.
13. Stimulate and develop thinking patterns involving creativity.
14. Interpret information received via the media and other sources.
15. Remain receptive and responsive to current trends and developments.
16. Use technology effectively and responsibly.
17. Conduct research independently.
1. Distinguish between content-based and outcomes-based education so as to explain the impact of OBE on school management.
2. Define management and apply this definition in the school context.
3. Identify and apply the principles of motivation in the school context.
4. Identify and apply the principles of stress management in the school context.
5. Plan and implement a timetable.
6. Demonstrate and apply knowledge of the relationship between good management, self-concept and the working environment so as to apply the relevant principles in the school context.
7. Apply sound decision making skills.
8. Delegate tasks effectively.
9. Explain the importance of a school mission statement and facilitate the planning and implementation of such a statement by managing accordingly.
10. Develop a school policy and describe its relevance to the school context.
11. Involve learners and other role players in the management of a school.
12. Recognise the school as a complex and open system that is shaped by various forces that impact on the management of the school.
13. Integrate all role-players in the school in an effective team.
14. Manage a school so that it becomes an effective system.
15. Improve the effectiveness of personal managerial capacity.
16. Solving various problems in the school.
17. Integrate leadership principles into the management of a school.
18. Distinguish between power, influence and leadership and assign each its rightful place in the management of a school.
19. Demonstrate leadership initiative in the management of a school.
20. Manage conflict.
21. Apply sound communication strategies.
22. Develop and implement strategies for the self-management of a school.
23. Develop a holistic approach to management and leadership.
24. Identify and describe the scope of Educational Law.
25. Identify, interpret, implement and apply legislation relevant to the management of a school.
26. Apply relevant principles of common law to the school context.
27. Adhere to policies and procedures of all relevant councils for educators.
28. Demonstrate knowledge of financial statements.
29. Perform financial record keeping.
30. Interpret financial statements.
31. Integrate appropriate aspects of financial statements into financial planning.
32. Implement effective financial planning systems.
33. Utilise and implement organisational structures for effective financial management.
34. Implement financial control systems effectively.
35. Manage financial matters at a school within the parameters of all relevant legislation.
|ASSOCIATED ASSESSMENT CRITERIA|
|Critical Cross-field Assessment:
1.1 Problems are solved by means of exploring and critically evaluating abstract and personal situations.
1.2 Problems are solved by generating alternative strategies for dealing with those problems.
2. Collaborative work as part of a team, group, organisation or community is effective.
3. Organisation and management of self and activities is responsible and effective.
4. Information is collected, analysed, organised and critically evaluated.
5.1 Recognition of the problems solving context as part of a larger context is demonstrated.
5.2 Understanding of the world as a set of related systems is demonstrated.
6. Strategies to manage effectively are explored and reflected on.
7. Education and career opportunities are explored.
8. Entrepreneurial opportunities are developed.
9.1 The environment is seen on a macro basis.
9.2 Current environment is enhanced.
10. Communication using visual, mathematical and language skills in the modes of oral and / or written persuasion is effective.
11. Understanding of the economic world as a dynamic, interactive world that does not exist in isolation is demonstrated.
12. Decision making is responsible and effective.
13. Creative thinking patterns are stimulated and developed.
14. Information from the media and other sources is interpreted.
15.1 Current trends and developments are monitored.
15.2 Appropriate responses to current trends and developments are made.
16. Technology is used effectively and responsibly.
17. Research is conducted independently.
Specific Assessment Criteria:
1.1 Distinction between content-based and outcomes-based education is made.
1.2 The impact of OBE on school management is explained.
2.1 Management is defined.
2.2 Definition of management is applied to the school context.
3.1 Principles of motivation are identified.
3.2 Principles of motivation are applied in the school context.
4.1 Principles of stress management are identified.
4.2 Principles of stress management are applied in the school context.
5.1 Timetable is planned and implemented.
6.1 Knowledge of the relationship between good management, self-concept and the working environment is demonstrated and applied.
6.2 Relevant principles are applied in the school context.
7. Sound decision making skills are applied.
8. Tasks are delegated effectively.
9.1 The importance of a school mission statement is explained.
9.2 The planning and implementation of a school mission statement is facilitated.
10.1 School policy is developed.
10.2 Relevance to school context is described.
11. Learners and other role players are involved in management.
12.1 The school is recognised as a complex and open system.
12.2 Forces that impact on the management of a school are identified.
13. All role-players are integrated in an effective team.
14. School is managed as an effective system.
15. Personal managerial capacity is improved.
16. Problem solving in the school context is effective.
17. Leadership principles are integrated into management.
18.1 Distinction between power, influence and leadership is made.
18.2 Power, influence and leadership are placed appropriately in the school management context.
19. Leadership initiative is demonstrated.
20. Conflict is managed effectively.
21. Sound communication strategies are applied.
22. Effective strategies for the self-management of a school are developed and implemented.
23. A holistic approach to management and leadership is developed.
24. The scope of Educational Law is identified and described.
25.1 Relevant legislation is identified.
25.2 Relevant legislation is interpreted.
25.3 Relevant legislation is implemented and applied.
26. Relevant principles of common law are applied to the school context.
27. Policies and procedures of all relevant councils for educators are adhered to.
28. Knowledge of financial statements is demonstrated.
29. Financial record keeping is performed accurately.
30. Financial statements are interpreted.
31. Appropriate aspects are integrated into financial planning.
32. Effective financial planning systems are implemented.
33.1 Organisational structures are utilised.
33.2 Organisational structures are implemented.
34. Effective financial control systems are implemented.
35. Financial matters are managed within the parameters of all relevant legislation.
1. Continuous assessment in the form of self-assessment is carried out by the learner. This is done using activities and self-evaluation exercises. Continuous assessment is also carried out by the facilitators in the form of assignments that the learner must submit upon completion of each module of the learning programme.
2. Formative and summative assessments are integrated in a final portfolio assessment. The learner builds up a portfolio of activities, self-evaluation exercises, assignments and projects which are assessed in order to determine whether the learner has achieved the exit level outcomes of the qualification.
|1. Articulation possibilities exist with Further Diplomas in Educational Management offered at other institutions, both public and private.
2. The qualifications toward which the graduate may proceed are other managerial qualifications that are not specific to a particular context and further and/or higher education qualifications.
|A system of second examiners within the institution will be used, together with a system of external examination at exit levels to the qualification. Where professional or statutory bodies are involved in determining the curriculum, they will also be involved in moderation.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Our own staff will be used as assessors in a manner accommodated within the quality management system of the institution. This would apply to outside assessors also as they will have to comply with all quality assurance procedures of the institution.|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
|1.||Damelin Correspondence College|